Accessibility, Counseling, or Diversity, Equity & Inclusion
Hello & Welcome, I am grateful you are here to learn what
EVIDENCE-BASED ADHD EDUCATION, SUPPORT, and GROUP COACHING PROGRAM can provide for your institution.
ADHD Education, Support, & Group Coaching Program
THE WHY
As a Neurodivergent Educator, Facilitator, and Coach, I am deeply committed to advocating for students with ADHD. I acknowledge the ongoing efforts of colleges and universities as they strive to understand and address the diverse needs of their student body, particularly in the context of invisible disabilities, accommodations, and learning differences. My aim is to contribute to these commendable endeavors.
PROGRAM OVERVIEW
This program aims to enhance comprehension and acceptance of the intricacies of ADHD, cultivate effective tools and strategies, and foster a strengths-based approach. It aspires to establish a supportive community for unique neurodivergent individuals.
By integrating psychoeducation, coaching methods, and evidence-based interventions, the program brings advantages to both students and staff within the institution.
EDUCATION AND SUPPORT-7 WEEKS-LEVEL 1
Through psychoeducation, we delve into critical ADHD challenges, including executive function, emotional regulation, motivation, memory & focus, prioritization & planning, time management, resilience & problem-solving, and communication & self-advocacy. I provide a toolbox for each challenge to establish the groundwork for group coaching and goal-oriented action. Level 1 establishes a supportive community, fostering an environment where neurodivergent students can share experiences, feel seen and understood. This transformative journey empowers both participating students and staff, contributing to sustained academic success and overall health and wellbeing.
GOAL-ORIENTED GROUP COACHING-SEMESTER-LEVEL 2
Building on the foundation of the Psychoeducation and Support Group, Level 2 offers students who completed Level 1 direct small group coaching and the opportunity to learn from peers facing similar challenges. Throughout the semester, participants set measurable short-term goals, identify obstacles, and engage in creative problem-solving. Mandatory experimentation aids in developing tailored tools for personal ADHD challenges, fostering authenticity and self-confidence. The coaching group maintains strengths-based peer and coach support, with a focus on academic prioritization, ADHD symptom management, and overall well-being. This process empowers students to practice effective strategies and establish routines for long-term academic, work, and life skills enhancement.
PEER ACCOUNTABILITY GROUPS-ON GOING-LEVEL 3
In Level 3, the invaluable connection and trust established between students and staff become a university's most valuable asset. Following the 7-week psychoeducational and support group and the semester-long coaching and goal-setting program, members further connect and collaborate to enhance self-awareness, self-regulation, and executive function skills. Peer interactions focus on cultivating healthy relationships, communication, and self-advocacy through cooperative accountability. Students persist in refining time management, planning, prioritization, motivation, and focus strategies, fostering both academic success and personal growth.